理解本位课程思潮:特征与启示  

Understanding-based Curriculum Thoughts:Characteristics and Inspirations

作　　者：李臣之[1] 张家军[2] 

机构地区：[1]深圳大学师范学院,广东深圳518060 [2]西南大学教育学院,重庆北碚400715

出　　处：《深圳大学学报（人文社会科学版）》2010年第5期152-157,共6页Journal of Shenzhen University：Humanities & Social Sciences

摘　　要：作为课程研究范式转变的重要标志,理解本位课程思潮以多元化、过程性、非体系化、和谐性、关注学习者的自我意识和创造性为其显著特征。对我国现行课程改革有着一定启示,主要包括师生关系从权威、独白走向平等、对话;课程本质从静态走向动态;课程目标从预设走向生成;课程内容从封闭走向开放;课程实施从灌输走向对话;课程评价从注重甄别走向促进发展。As an important sign of curriculum research transformation,the understanding-based curriculum thoughts have the characteristics of being pluralistic,procedural,non-systematic,harmonious,and focusing on learner’s self-consciousness and creativeness.It gives us inspirations about new curriculum reform in China,for example,the relationship between teacher and learner should be changed from authority and monologue to equality and dialogue;the essence of curriculum from static state to dynamic;the objective of curriculum from designing in advance to generating;curriculum contents from close-ended to open-ended;curriculum implementation from inculcation to dialogue;curriculum evaluation from examining and discriminating to promoting and developing.

关 键 词：理解本位 课程思潮 特征 启示 

分 类 号：G423[文化科学—课程与教学论]